STAGE 1 DESIRED RESULTS

Learning Task Title: Developing Empathy

Program outcomes this lesson will address listed in full:
Physical Education
C201: students will communicate thoughts and feelings in an appropriate
respectful manner as they relate to participation in physical activities designed to
simulate performing tasks with a missing limb
C302: students will discuss issues and requirements related to active living while
keeping in mind the limitations that comes with missing limbs and how to overcome
them
Science 20
Mutual Respect: appreciate that scientific understanding evolves from the interaction of
ideas involving people with different views and backgrounds; e.g.

use a multiperspective approach, considering scientific, technological, economic,

cultural, political and environmental factors when formulating conclusions, solving
problems or making decisions on an STS issue
research carefully and discuss openly ethical dilemmas associated with the
applications of science and technology
explore personal perspectives, attitudes and beliefs toward scientific and
technological advancements
recognize the contribution of science and technology to the progress of civilizations

Big Idea/s this unit will

communicate to students:
Resiliency
Empathy
Connecting coursework to real
life problems issues
The ability of science and
technology to solve these
problems
Understandings: Students will
understand that

The practical and emotional

aspects of living with a disability
and using prosthetics on a daily
basis
The importance of being ethical

Essential Questions that will guide inquiry

in the classroom:
To what extent does prosthetics impact
people's lives beyond practical use?

Skills and Process: Students will be able to:

Through the interview process students

will develop the skills to create
meaningful questions that help guide
their understanding of prosthetics

Students will learn how to better

communicate with each other and with

citizens and accepting and

embracing diversity

the person to create appropriate

questions for the person they interview

STAGE 2 ASSESSMENT EVIDENCE

Central Performance Task/s to demonstrate understanding and apprehension of key
skills and processes:
Students will come up with a list of questions to ask the speaker. These questions from the
interview will help guide them when they begin to develop the problem the student with the
prosthetic faces.
Assessment criteria you will use to evaluate this performance task:
This performance task is assessment for and as learning that will not be graded. The task
is done to create empathy in the students. The questions the students develop with the
teacher will guide the interview and demonstrate learning.

STAGE 3 LEARNING PLAN

Summary of Learning Activities that will help students engage your big idea/s,
essential questions, key understandings and skills and processes:
1. Students will watch the TED TALK- Hugh Herr: The new bionics that let us run, climb
and dance
https://www.ted.com/talks/hugh_herr_the_new_bionics_that_let_us_run_climb_and_
dance?language=en#t-8362
2. Class discussion about disability in general (Broken limbs, learning disabilities) how
these can create challenges in people's lives.
3. Students will break off into groups or on their own and begin to develop some

questions they may want to ask someone with a physical disability - they can come
back and share their ideas with the class.
3. From there, the class will decide on a certain number of questions and assign groups
of students specific questions to ask the speaker. This way, the teacher can ensure
the questions and the process have reflected empathy and are appropriate.